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Math for Financial Empowerment

January 22 - March 8, 2024


Grades 9 - 12



Skills Learned:

● Budgeting, Credit Building, and Loan Management

●Identify Community Resources for Banking, Homebuying, and Other Financial Transactions

●Create and Analyze Mathematical Models to Make Decisions Related to Earning, Investing, Spending, and Borrowing


Classtimes will be coordinated between the Lead Teacher and Teacher Fellow

Session Length:

January 22 - March 8, 2024

Number of Sessions:

1 of 2

This course will be part of an ongoing research study by AIR, in collaboration with CWW, the CERES Institute for Children & Youth at Boston University, and the Rennie Center. The study aims to understand teacher and student experiences in the CWW initiative, including factors influencing effective implementation, and outcomes.


Course Program:

This course blends real-world financial topics and mathematical prowess, equipping you to make sound financial decisions with confidence. From understanding the wealth gap in the U.S. to unraveling the intricacies of loans, we'll explore a wide range of financial subjects. Mathematical models will be your toolkit as we dive into earning, investing, spending, and borrowing. You'll also gain essential skills, from managing paychecks and checking accounts to harnessing the power of compound interest. Discover the world of budgeting, credit building, and taxation while uncovering valuable community resources for financial transactions. By the end of the course, students will be well-equipped with the knowledge to achieve financial goals, establish good credit, explore rewarding career paths, access reliable financial information, and even test the waters of the stock market. Join us in "Math for Financial Empowerment" and make math your key to financial prosperity!

Nakia Navarro.webp


Quinn Soto

Quinn is an experienced math teacher at Boston Day and Evening Academy. He began his career in education over 15 years ago, inspired by an experience he had
in high school calculus. While all of the students were computationally fluent, many lacked the ability to engage in any authentic discourse about what they were doing, to create meaningful mathematical models, or to relate what they memorized to other mathematical concepts. Many of them learned that calculus is just a bunch of procedures and formulas. Reflecting on this experience as a senior in high school led Quinn to believe he wanted to teach calculus. His goal was to provide students with an education that allowed them to authentically explore and engage with
mathematics. In college and shortly after, Quinn worked with two mathematics education programs that shaped his approach to teaching: the Bridge to Calculus (BtC) program, which indirectly led him to a dedication to middle-school mathematics, and the Young People’s Project (YPP), which inspired his passion for and expertise in near-peer mentoring and experiential learning.

Over the past ten years, Quinn Soto has taught middle school and high school math in Boston Public Schools. Through this time, Quinn has challenged his students to a high standard of learning through a philosophy of independent, student-led thinking.

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